CHAPTER IV. FINDINGS AND DISCUSSION
A. Findings
This section was divided into two parts. They was finding in the first and the second cycle. The explanations are given below:
1. The First Cycle a. Plan
This cycle was conducted for four meetings. The first meeting the students were given a pre-test, the second and the third meeting used to teach the material and the fourth meeting was a competence test (post-test). It was conducted on February 28rd, March 1rd, March 14th, and March 15th2014.
To conduct this research, all required materials were prepared first.
They were lesson plans, motion card, tests (pre-test and post test), guidelines of observation, discuss with their group.
In the teaching and learning process, it applies method community interaction activities. It was students centered because the students worked together; helping each other to master the materials which were presented by the teacher and the teacher only facilitated and motivated the students to master the material. The teaching and learning process was base and the lesson plan. It was a controller for the teacher. All the materials and activities had be suitable with the lesson plan.
During the teaching and learning process, it observers the students’
learning activities, creativity, feeling of happiness, and interaction. To observe them, he would use the guidelines of observation.
The students’ learning activities consist of six indicators. They are (1) the students did their assignments based on the teacher instruction, (2) the students ask question to their teacher if there was an instruction which was not clear, (3) the students gave comments and suggestions about their friends’
jobs, (4) the students presented their discussion result without being appointed by the teacher, (5) the students discussed and worked together with their friends in doing their assignments, (6) the students did assignments from their teacher well. The students’ creativity consisted of three indicators, they are (1) the students always showed their curiosities by asking questions to their teacher and friends, (2) the students explored their ideas, (3) the students think and not hopeless for looking for answers using books or asking to their friends. The students’ feeling of happiness consisted of two indicators, they are (1) the students looked shone in the learning process; (2) the students was
not sleepy during the teaching and learning process. The students’ interaction consisted of three indicators, they are (1) the students discussed things with their teacher, (2) the students discussed things with their friends, and (3) the students work together with their friends.
Before conducting this research, the students were given a pre-test (on February, 28, 2014) to know their abilities in speaking. From the test, it concluded that the students had problem in speaking specially in grammar, vocabulary, and fluency (smoothness and self-confidence). The mean score of pre-test was still poor.
Table 4.1: Result of Grammar at Pre-Test
Classification Score F % N
Excellent 36 0 0
29
Very good 30 0 0
Good 24 3 10.34
Fair 18 6 20.69
Poor 12 8 27.59
Very poor 6 12 41.38
Total 29 100
Based on the data, the result of observation indicated that some students still lack of grammar whereas 41.38% got very poor, and 27.59% got poor, and
just 20.69% got fair, and 10.34% got good. The researcher needed to do stabilization in the first cycle, especially the student grammar ability.
Table 4.2 : The Result of Vocabulary at Pre-Test
Classification Score F % N
Excellent 24 0 0
29
Very good 20 0 0
Good 16 6 20.69
Fair 12 6 20.69
Poor 8 7 24.14
Very poor 4 10 34.48
Total 29 100
Based on the data, the result of observation indicated that some students still lack of vocabulary whereas 34.48% got very poor, and 24.14% got poor, and just 20.69% got fair, and 20.69% got good. The researcher needed to do stabilization in the first cycle, especially the students’ vocabulary ability.
Table 4.3 : The Result of Smoothness at Pre-Test
Classification Score F % N
Excellent 12 0 0
Very good 10 0 0
Good 8 7 24.14
Fair 6 9 31.03 29
Poor 4 8 27.59
Very poor 2 5 17.24
Total 29 100
Based on the data, the result of observation indicated that some students still lack of smoothness whereas 17.24% got very poor, and 27.59% got poor, and just 31.03% got fair, and 24.14% got good. The researcher needed to do stabilization in the first cycle, especially the students’ smoothness.
Table 4.4 : The Result of Self-Confidence at Pre-Test
Classification Score F % N
Excellent 6 0 0
29
Very good 5 0 0
Good 4 7 24.14
Fair 3 8 27.59
Poor 2 9 31.03
Very poor 1 5 17.24
Total 29 100
Based on the data, the result of observation indicated that some students still lack of self-confidence whereas 17.24% got very poor, and 31.03% got poor,
and just 27.59% got fair, and 24.14% got good. The researcher needed to do stabilization in the first cycle, especially the students’ self-confidence.
b. Action
1) The First Meeting
The students were given a pre-test on February, 28, 2014 to know their abilities in speaking. From the test, it concluded that the students had problem in speaking specially in grammar, vocabulary, and fluency (smoothness and self-confidence). The mean score of pre-test was still poor.
2) The Second Meeting.
Based on the schedule of the class, the second meeting was conducted on March, 01rd 2014. The lecture was started from 16.00 pm until 17.30 pm in the afternoon. Although the time was very short for conducting this research, the researcher tried hard to use well the time to maximize or achieve the goals of the teacher.
Based on the planning, Community Interaction Activities was applied during the teaching and learning process. The procedure was below:
a) Entering the class and giving greeting to all the students
b) Telling the students what they will do and what materials will be learnt.
c) The researcher explained the material
d) The researcher divided the students into nine groups, every group had three students or four students.
e) The researcher given every group instruction in motion card
f) After giving motion card, the researcher asked the students to discuss about the instruction.
g) After discussing, the students made conversation.
h) After making conversation, every group made role play to present their conversation.
i) In the end lesson, the researcher asked the students to choose one community and got information about it. They discussed with their friends to gathering information.
3) The Third Meeting
The third meeting was conducted on March, 14th 2014. The acting in the third meeting was the same as the acting in the second meeting, but it focused on the indicator which did not improve yet. In the fourth meeting, the researcher gave some clarification for the acting in the third meeting. He first explained the students’ errors in speaking. After giving some clarification about the students’ errors, he applied the procedures of speaking like in the first meeting and before students does it, the researcher give explanation about the how to pronunciation well.
4) The Fourth Meeting
The third meeting was conducted on March, 15th 2014. In the meeting, the researcher did not apply of community interaction activities but he gave the students a competence test (post test) to measure their achievement of the lecture in speaking. The test was taken from motion card, in motion card there was instruction what the students doing and what the students made conversation.
c. Observation
The first and the second meeting were observed by the researcher and the collaborators. They observed how the students worked together and helped their friends to understand the material, and how the condition and situation of the class was in applying community interaction activities. They also wanted to see the improvement of the students’ achievement and to see whether community interaction activities improve the students’ speaking ability. To observe them, they used guidelines of observation which were made before conducting this research. The result of the observation was analyzed to find the weaknesses of the teacher. In the third meeting, they did not observe the teaching and learning process because the students were given a competence test (post-test) for the first cycle. This test was very important to know the students’ improvement their ability in speaking.
The aspects which were observed during the teaching and learning process were learning activities, creativity, feeling of happiness, and interaction. The result of the observation as below:
Table 4.5 : The Result of the Observation in the First Cycle
Aspects Indicators Percentage (%)
Learning process
Doing their assignments based on the teacher instruction
79.31
Asking question to their teacher if there was an instruction which was not clear
51.72
Giving comments and suggestions about their friends job
51.72
Presenting their discussion result without being appointed by the teacher
34.48
Discussing and working together with their friends in doing their assignments
86.21
Doing assignments from their teacher well 51.72 Creativity Showing their curiosities with asking question
to their teacher and friends
55.17
Exploring their ideas 55.17
Thinking and are not hopeless for looking for answer using books or asking to their friends
62.07
Feeling of Looking happy in learning process 79.31
happiness Not feeling sleepy during the teaching and learning process
68.97
Interaction Discussing with their teacher 62.07
Discussing with their friends 65.52
Working together with their friends 65.52
Mean Score 62.07
Based on the table observation above, the teaching and learning process was not maximal. There were still some descriptors which must be improved.
Beside that, there were also some descriptors, that did well even though they still needed to be improved in the next cycle
Based on the data above, there were some indicators that made the teacher happy because most students did what the teacher hoped even though is still needed to be improved in the next cycle such as doing their assignments based on the teacher’ instruction, dismissing and working together with their friends in doing their assignments, looking happy in learning process, not felling sleepy during in the teaching and learning process. Because most of students doing the indicator of observation.
On the other side, the data above shows that there were many indicators that needed improvement, it made the teacher tired to explain things to them often, it caused the teacher had to work hard for making and motivating the students gave comments and suggestions about their friends’ jobs, they presented their
results of discussion without being appointed by the teacher, they did their assignments from their teacher well, they showed their curiosity by asking question to their lecturer and friends, they explored their ideas, and they thought and were not hopeless to look for answers using books or asking their friends.
Because nearly of students did the indicators well.
Based on the table above, the researcher concluded that there were some indicators which did not perform well. The causes of that were:
1) Not all students can explore their idea because the class dominated with active and clever students.
2) Some students had felt shy with their speaking because they thought their speaking still poor.
3) The condition of class was crowded and hot.
4) The students did not have time to discuss with their group because time was very limited.
5) Some students still had problem with grammar, vocabulary in speaking.
Besides observing whether community interaction activities could overcome the students’ problems and improve the students’ ability in speaking, the researcher also gave the students a competence test (post-test) to know the students achievements of the material during the teaching and learning process.
For more detailed information of the results of the competence test in the first cycle, see the following table.
Table 4.6 : Result of Grammar in the Speaking Test at First Cycle Classification Score F % N
Excellent 36 0 0
29
Very good 30 3 10.34
Good 24 5 17.24
Fair 18 7 24.14
Poor 12 14 48.28
Very poor 6 0 0
Total 29 100
Based on the data of the results of the test indicated that some students had increased in grammar, whereas there was not students got very poor and 14.28%
got poor and 24.14% got fair, 17.24% got good, 10.34% got very good and the researcher fell happy because all of the students increased in grammar.
Nevertheless, the researcher was still disappointed because there were still students that received poor scores in grammar. Therefore, the researcher decided to improve the students’ in grammar in the next cycle, the next cycle.
Table 4.7 : Result of Vocabulary at First Cycle
Classification Score F % N
Excellent 24 2 6.89
Very good 20 4 13.80
Good 16 8 27.59
Fair 12 9 31.03 29
Poor 8 6 20.69
Very poor 4 0 0
Total 29 100
Based on the data of the results of the test indicated that most of students had increased in vocabulary, where 20.69% got poor and 31.03% got fair, 27.59%
got good, and 13.80% got very good and there was 6.89% got excellent. But the researcher still needed to do stabilization in the second cycle especially the students’ vocabulary ability to improve their ability.
Table 4.8 : Result of Smoothness at First Cycle
Classification Score F % N
Excellent 12 1 3.45
29
Very good 10 3 10.34
Good 8 7 24.14
Fair 6 10 34.48
Poor 4 8 27.59
Very poor 2 0 0
Total 29 100
Based on the data of the results of the test in the first cycle indicated that some had increased of smoothness, whereas 27.59% got poor and 34.48% got fair, 24.14% got good, and 10,34% got very good and 3.45% got excellent. Although there was students get very poor but half of students still got poor. So the researcher will improve the ability of students in fluency (smoothness) in the next cycle.
Table 4.9 : Result of Self-Confidence at First Cycle
Classification Score F % N
Excellent 6 1 3.45
29
Very good 5 3 10.34
Good 4 6 20.69
Fair 3 9 31.03
Poor 2 10 34.48
Very poor 1 0 0
Total 29 100
Based on the data of the results of the test in the first cycle indicated that some had increased of self-confidence, whereas 34.48% got poor and 31.03% got fair, 20.69% got good, and 10.34% got very good and 3.45% got excellent.
Although there was students get very poor but half of students still got poor. So the researcher will improve the ability of students in fluency (self confidence) in the next cycle.
The table above shows that the scores of the students increased. The students’ score in the pre-test still got very poor and in the first cycle test just one student got very poor score and just one criterion. This was considered a good improvement of the students’ achievement. From the statements above, it concluded that in the first cycle there were improvements in both the students, understanding of the material and the students’ participation in the class.
Nevertheless, the researcher was still poor and very poor scores. Therefore, the researcher decided to improve the students’ achievement in speaking with community interaction activities in the next cycle, the second cycle.
d. Reflection
Based on the results of the observation and the score of the post-test were still disappointing, the researcher needed to do stabilization in the second cycle especially concerning the students’ participation in the class and the students’ ability in speaking.
2. The Second Cycle a. Plan
Actually, the planning for the first and second cycle were the same because there were lesson plans, the model of motion card, competence tests (post-test), speaking tests, guidelines of observation, etc.
The second cycle was conducted for four meetings. It was done from March 21th, 22th, 28th and 29th March 2014. There was an emphasis on the
stabilizations of the weakness in the first cycle. The stabilization of the action that will be improved were:
1) Using time as good as possible, so that all the planning can be done well.
It was focused on dividing time for each activity.
2) Giving punishments so all the members who do not want to work together with their friends and are not active.
3) Motivating the students who are afraid, shy, and did not want to present their jobs. Also, the researcher had to focus on the students who still did not understand the material.
4) Giving material about how to mention word well, and teach students about grammar like tenses in correction time.
5) Giving students homework like gathering information about community in market, internet and whatever the students like.
b. Action
Mostly the acting in the first cycle and the second cycle were just the same, but the researcher focused on the stabilization of the first cycle to decrease the weaknesses in the first cycle.
1)The First Meeting
The first meeting in the second cycle was conducted on March 21th, 2014. It started from 16.00 pm until 17.30 pm the researcher still used the procedures of community interaction activities like in the first cycle. These procedures are given below:
a) Entering the class and giving greeting to all the students.
b) Telling the students what they will do and what materials will be studied.
c) The researcher explain the material
d) The researcher divided the students into nine groups, every group had three students or four students
e) The researcher gives every group instruction in motion card
f) After giving motion card, the researcher asks the students to discuss about the instruction.
g) After discussing, the students make conversation.
h) After making conversation, every group makes role play to present their conversation.
i) In the end lesson, the researcher asks the students to choose one community and get information about it. And they discuss with their friends to gathering information.
j) Before students leaved the class, the researcher had given homework to look information about community.
2)The Second Meeting
The second meeting was conducted on March, 22th 2014. All the activities of the class were not different with the activities in the first meeting. The most important things in the second meeting were to motivate the students to be active in the class, to improve the students’ ability and to
overcome the students’ problem in speaking and to decrease the weaknesses in the first meeting.
3)The Third Meeting
The third meeting was conducted on March, 28th 2014. The acting in the third meeting was the same as the acting in the second meeting, but it focused on the indicator which did not improve yet. In the fourth meeting, the researcher gave some clarification for the acting in the third meeting. He first explained the students’ errors in speaking. After giving some clarification about the students’ errors, he applied the procedure of speaking like in the first meeting and before students does it, the researcher give explanation about the how to pronunciation well.
4) The Fourth Meeting
This meeting was conducted on March 29th, 2014. The students were given a competence tests (post-test) to measure the students’ improvements and achievement of the lecture in the students’ ability of speaking in this meeting. All the groups must present their role play in front of the class.
c. Observation and Evaluation
The aspects which are observed during the teaching and learning process were just same in the first cycle. There were four aspects; they were learning activities, creativity, feeling of happiness, and interaction. Each aspect consisted of some indicators. To observe the teaching and learning
process, the researcher and the collaborators used the guidelines of observation.
The result of observation and evaluation which were done in the second cycle showed improvement of the students’ participations in the classroom. In other words, it showed the students’ achievements and the students’ activities during the teaching and learning process. For clear information about the improvements, see the following table.
Table 4.10 : Comparison the Result of the Observation between the First Cycle (C1) and the Second Cycle (C2)
Aspect Indicators Score Change
C1 C2
Learning Activities
Doing their assignments based on the teacher instruction
79.31 93.10 +13.79
Asking question to their teacher if there was an instruction which was not clear
51.72 31.03 -20.69
Giving comments and suggestions about their friends job
51.72 75.86 +24.14
Presenting their discussion result without being appointed by the teacher
34.48 44.82 +10.34